Further study in several directions would be useful to build upon the findings of this study. It could be valuable to do a qualitative analysis of local, cable and network news coverage of education concerning minority achievement gaps along with a comparative analysis of a survey similar to the one used in this study as far as methods of measuring where respondents personally place and view television news places blame for minority achievement gaps. Also, personal interviews with reporters, producers and news directors at television news stations about their newsgathering and source selection in stories concerning problems in education, specifically minority achievement gaps, may also lead to advantageous research.
46
Future research would benefit from surveying a larger group of students so that the sample population could be more comparable to the general population. Also, measuring for causal and treatment responsibility in a qualitative study and looking at other minorities in the United States may also solicit more specific answers to questions concerning the episodic and thematic framing of minority achievement gaps in the United States.
47
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APPENDIX: SURVEY INSTRUMENT 1. If applicable, please type in your five-digit MEL identity number.
2. By what percentage do you believe that African-American high school students score lower than Whites students on standardized tests?
3. By what percentage do you believe that African-American students have higher high school drop out rates than white students?
4. By what percentage do you believe African-American students score lower than White students in reading proficiency testing for grades K-5?
5. By what percentage do you believe African-American students score lower than White students in math testing for grades K-5?
6. By what percentage do you believe African-American students score lower than White students in writing proficiency for grades K-5?
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7. How much do you feel each is responsible for the lack of equal opportunity for educational advancements for persons of low socio-economic status?
Please select one from each drop down menu:
The individuals or groups who are of low socio-economic status
Government/ Politicians Teachers and those in the profession of education
1.Completely 1.Completely 1.Completely
2.A lot 2.A lot 2.A lot
3.Some 3.Some 3.Some
4.A Little 4.A Little 4.A Little 5.None at all 5.None at all 5.None at all
8. How much do you feel each is responsible for the lack of equal opportunity for educational advancements (i.e. low test scores, teachers‘ instructional communication skills, curriculum goals, etc.) for African-Americans?
Please select one from each drop down menu:
The individuals or groups who are of low socio-economic status
Government/ Politicians Teachers and those in the profession of education
1.Completely 1.Completely 1.Completely
2.A lot 2.A lot 2.A lot
3.Some 3.Some 3.Some
4.A Little 4.A Little 4.A Little 5.None at all 5.None at all 5.None at all
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9. How much of the racial tension that exists in the United States today do you think African-Americans are responsible for creating?
1. All of it 4. A little 2. a lot 5. None at all 3. Some
10. How much discrimination against African-Americans do you feel there is in the United States today, limiting their chances to get ahead?
1. All of it 4. A little 2. a lot 5. None at all 3. Some
11. For the rest of the questions, please state how much you agree with each:
Local television news blames individuals or groups in society for lack of equal opportunity for educational advancements (i.e. low test scores, teachers‘ instructional communication skills, curriculum goals, etc.) for persons of low socio-economic status.
1. Strongly agree 4. Somewhat disagree 2. Somewhat agree 5. Strongly disagree 3. Neither agree nor disagree
12. Local television news blames individuals or groups in society for lack of equal opportunity for educational advancements (i.e. low test scores, teachers‘ instructional communication skills, curriculum goals, etc.) for African-Americans.
1. Strongly agree 4. Somewhat disagree 2. Somewhat agree 5. Strongly disagree 3. Neither agree nor disagree
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13. Network and cable news blame individuals or groups in society for lack of equal opportunity for educational advancements (i.e. low test scores, teachers‘ instructional communication skills, curriculum goals, etc.) for persons of low socio-economic status.
1. Strongly agree 4. Somewhat disagree 2. Somewhat agree 5. Strongly disagree 3. Neither agree nor disagree
14. Network and cable news blame individuals or groups in society for lack of equal opportunity for educational advancements (i.e. low test scores, teachers‘ instructional communication skills, curriculum goals, etc.) for African-Americans.
1. Strongly agree 4. Somewhat disagree 2. Somewhat agree 5. Strongly disagree 3. Neither agree nor disagree
15. Local television news blames the government for lack of equal opportunity for educational advancements (i.e. low test scores, teachers‘ instructional communication skills, curriculum goals, etc.) for persons of low socio-economic status.
1. Strongly agree 4. Somewhat disagree 2. Somewhat agree 5. Strongly disagree 3. Neither agree nor disagree
16. Local television news blames government for lack of equal opportunity for educational advancements (i.e. low test scores, teachers‘ instructional communication skills, curriculum goals, etc.) for African-Americans.
1. Strongly agree 4. Somewhat disagree 2. Somewhat agree 5. Strongly disagree 3. Neither agree nor disagree
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17. Network and cable news blame the government for lack of equal opportunity for educational advancements (i.e. low test scores, teachers‘ instructional communication skills, curriculum goals, etc.) for persons of low socio-economic status.
1. Strongly agree 4. Somewhat disagree 2. Somewhat agree 5. Strongly disagree 3. Neither agree nor disagree
18. Network and cable news blame the government for lack of equal opportunity for educational advancements (i.e. low test scores, teachers‘ instructional communication skills, curriculum goals, etc.) for African-Americans.
1. Strongly agree 4. Somewhat disagree 2. Somewhat agree 5. Strongly disagree 3. Neither agree nor disagree
19. It‘s really a matter of some people not trying hard enough; if African-Americans would only try harder they could be just as well off as whites.
1. Strongly agree 4. Somewhat disagree 2. Somewhat agree 5. Strongly disagree 3. Neither agree nor disagree
20. Irish, Italian, Jewish and many other minorities overcame prejudice and worked their way up. African-Americans should do the same.
1. Strongly agree 4. Somewhat disagree 2. Somewhat agree 5. Strongly disagree 3. Neither agree nor disagree
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21. Generations of slavery and discrimination have created conditions that make it difficult for African-American to work their way out of the lower class.
1. Strongly agree 4. Somewhat disagree 2. Somewhat agree 5. Strongly disagree 3. Neither agree nor disagree
22. Over the past few years, African-Americans have gotten less than they deserve.
1. Strongly agree 4. Somewhat disagree 2. Somewhat agree 5. Strongly disagree 3. Neither agree nor disagree
23. Over the past few years, African-Americans have gotten more economically than they deserve.
1. Strongly agree 4. Somewhat disagree 2. Somewhat agree 5. Strongly disagree 3. Neither agree nor disagree
24. Which of these political parties do you identify with?
1. Democrat 3. Republican
2. Independent 4. I have no political party affiliation Other (please specify)
25. Besides internet, magazines, television, newspapers and radio what are some other influences on your perceptions of education?
1. Co-workers 3. Family
2. Teachers/professors 4. Friends Other (please specify)
57 26. What is your political ideology?
1. Conservative 2. Liberal 3. Moderate
27. Which class bracket do you feel your intermediate family belong to?
1. Poverty/ low-lower class 4. Upper-middle class 2. Upper-lower class 5. Lower-upper class
3. Lower-middle class 6. High-upper class/ wealthy
28. From grades k through 12, which type of schools did you mostly attend?
1. Inner-city public 4. Suburban private 2. Suburban public 5. Home schooled 3. Inner-city
29. Which one of these best describes the institute of higher learning that you are attending?
1. Small and public Large and public 2. Small and private Large and private
30. Which one of these best describes the type of institute of higher learning that you are attending?
1. PWI (Predominately White Institution)
2. HBCU (Historically Black Colleges and Universities) 31. What is your age?
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32. What race/ethnicity do you identify with? Check all that apply:
1. African-American/Black/of African descent 4. Native American/ American Indian
2. Asian/ Asian American 5. White
3. Non-Black/ Hispanic/ Hispanic-American Other (please specify)
33. How often do you watch fictional shows involving or based in education (i.e. Glee, Boston Public, etc.)?
1. Never 4. Often
2. Rarely 5. All the time
3. Sometimes
34. How often do you watch the news?
1. Everyday 4. Once or twice a month
2. 3-5 times a week 5. Never
3. 1-2 times a week
35. How often do you listen to radio news?
1. Everyday 4. Once or twice a month
2. 3-5 times a week 5. Never
3. 1-2 times a week
36. How often do you read the newspaper?
1. Everyday 4. Once or twice a month
2. 3-5 times a week 5. Never
3. 1-2 times a week
59 37. How often do you read online news?
1. Everyday 4. Once or twice a month
2. 3-5 times a week 5. Never
3. 1-2 times a week
38. How often do you use magazines as a source for news?
1. Everyday 4. Once or twice a month
2. 3-5 times a week 5. Never
3. 1-2 times a week
39. What source of news do you use most to find national news?
1. ABC 3. MSNBC
2. CNN 4. FOX
40. What source of news do you use most to find international news?
1. ABC, NBC, CBS 3. MSNBC
2. CNN 4. FOX
Other (please specify)
60 VITA
Jasmine Elise Haynes is a graduate assistant at the Manship School of Mass Communication at Louisiana State University with research interest in media law and media diversity. While completing her master‘s degree, Jasmine served two semesters as a general assignment reporter and one semester as the health anchor/producer for Tiger TV, the student-operated news station at LSU, and has remained in the practice of reporting as well as managing her graduate studies for the last three semesters.
Born and raised in Jackson, Mississippi, Jasmine received a Bachelor of Arts in mass communication from Dillard University in New Orleans, Louisiana. After graduating in May 2008, Jasmine served as producer and assistant director of Discover DU, a monthly, promotional show created by the Dillard University Division of Student Success. While at Dillard, Jasmine interned at ABC26-WGNO in New Orleans for three semesters and served as a reporter, features editor and copy desk chief for the Dillard University student newspaper, The Courtboullion.
Jasmine was a resident of New Orleans when Hurricane Katrina battered the Gulf shores and feels fortunate to have the study of coverage of the biggest natural disasters to hit the United States integrated within her curriculum. The misrepresentations and false information circulating after Hurricane Katrina inspired Jasmine to pursue graduate studies in order to better analyze the effects of news coverage on audience perceptions and to be a journalist who accurately reports news events in context. Jasmine is excited about future adventures in news, and after summer 2010 commencement, she cannot wait to begin her career as a television journalist.